Lee+&+Lai

=Lee & Lai=

**Task 1: TPK**
Fill in the blanks in the table provided below. You are required to do some internet searching and discussion before working on this table. The first row is completed as an example for you.

Students are to walk teacher through their understanding of scientific concept(s) and identifying and linking the different variables involved. || Students draw concept maps on paper to show their understanding of scientific concept(s). || Gliffy allows students to collaborate, share understanding and work on a concept map that shows their understanding of scientific concept(s). To better describe and make reference of their understanding, Gliffy allows users to hyperlinks resources to the map. || and functions of the Digestive System || To allow the students to have a visual understanding of the different functions of the digestive organs. || You tube video clip on the "Magic School Bus". || http://www.youtube.com/watch?v=wtqK2_almJY Interactive site: http://www.furryelephant.com/player2.php?subject=physics&jumpTo=ee || http://phet.colorado.edu/en/simulations/category/biology || http://phet.colorado.edu/en/simulations/category/biology ||
 * **Activity Type** || **Description of the Activity** || **Possible Technology to Use** ||
 * **Example:**
 * 1. To learn on the different organs
 * 2. To learn about Safety Use of Electricity || To allow students to have an idea of safety use of Electricity. || You tube video on electrocuted bear :
 * 3. To learn about Speed Time Graph || To allow students to understand speed-time graph with changes in the variables. || Animation from:
 * 4. To learn about solid, liquid, gases || To allow students to describe the three states matter using particle theory through using animations. || Animation from:

**Task 3: Lesson Storyboarding**
1. Use [|gliffy] as a tool for capturing your thinking process on how to deliver a lesson of a 120 mins N(T) Science lesson.

2. After confirming your lesson flow, fill in the template below to show how technology is infused and used to deliver the lesson.

Subject: N(T) Science Level: Secondary 2 / 3 N(T) Science Topic:Resistance Prior Knowledge: Students have basic knowledge of the units of voltage, current and resistance, symbols of the electrical components used in a circuit diagram. Learning Outcomes: At the end of the lesson, the students should know that R = V/I. Pedagogical Approach: > Circuits have been pre-created and uploaded for students to download > Tutorial guide on how to vary the V of the battery > Simple Task: Change of V to see how I change in the circuit > Data tabulated in a table form (V and I) and they will calculate R > Scaffolded Questions: Appreciate the relationship of V and I (how they vary) > Allow students to construct their own circuit (printscreen and upload to available portal) based on given circuit setup so that they will be able to connect a practical circuit in the lab. || PhET simulations (Circuit Builder) ||  || > ||  ||   ||
 * Duration || Teaching Activities . || Use of technology .  || Remarks .  ||
 * 60 min || Guided enquiry approach using PhET with worksheet.
 * 5min || Use of Analogy in classroom setting to illustrate between low and high resistance
 * 55min || Hands-on lab practical using fixed resistors, voltmeter, ammeter, dry cells. ||  ||   ||